Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial

Abstract

Self-esteem, typically defined as overall feelings of selfworth (Harter, 2015), is widely viewed as important for positive adaptation and well-being throughout the life course (Guerra & Bradshaw, 2008). Consistent with this perspective, available evidence indicates that, among developing children and adolescents, higher levels of self-esteem can make significant contributions to health and well-being, and conversely, that a relative lack of feelings of self-worth can increase susceptibility to a range of negative outcomes such as mental health problems, substance use, aggression, and delinquency (for reviews,

The Effect of Adjustment Training Based on Rational Emotive Behavior Therapy for Undergraduates on Their Adjustment to University

“…This finding is similar to the results of some research indicating that the interventions based on cognitive approach may be an effective method in increasing academic self-perception, academic motivation and achievement, and in reducing learning and test anxiety (Laconte, Shaw, & Dunn, 1993;Silverthorn et al, 2017 ). It is possible to make an interpretation that the undergraduates in the experimental group, with the applied program, improved their academic adjustment by improving their academic self-perceptions as a result of turning irrational thoughts into rational thoughts about academic adjustment.…”

“…Even if they aren't based on REBT, Psychoeducational programs are known to be beneficial in the development of students' social self-perceptions (Silverthorn et al, 2017). Moreover, findings obtained from the research on the effectiveness of REBT (Engels, Garnefski, & Diekstra, 1993;Lyons & Woods1991;Silverman, McCarthy, & McGovern, 1992;Oci, Hanson & Miller, 1993) evidenced that REBT was used in the treatment of many emotional and psychological disorders and yielded positive results.…”

“…When the relevant studies were examined, it was observed that cognitive therapy based interventions were effective in the development of elements of the adjustment. For example, cognitive behaviorist therapy interventions were reported to be effective in academic motivation, learning, and exam anxiety (Laconte, Shaw & Dunn, 1993;Silverthorn et al, 2017). In other words, academic adjustment can be improved through cognitive therapy based interventions.…”

Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective

“…Self-esteem interventions have been shown to be particularly successful when they involve attributional feedback and they target students with pre-existing problems such as low self-esteem (O'Mara et al 2006). "Positive Action", a comprehensive school-based social-emotional and character-development program, has had a positive impact on self-esteem in the domains of school and peers (Silverthorn et al 2017). Its curriculum is designed to continually reinforce the concept that positive self-feelings arise from choosing positive actions, and it emphasizes the effortful nature of self-improvement (Silverthorn et al 2017).…”

“…"Positive Action", a comprehensive school-based social-emotional and character-development program, has had a positive impact on self-esteem in the domains of school and peers (Silverthorn et al 2017). Its curriculum is designed to continually reinforce the concept that positive self-feelings arise from choosing positive actions, and it emphasizes the effortful nature of self-improvement (Silverthorn et al 2017).…”